What This Document Is
This is the official Class Policy document for CEG 428: Linear Optical Systems for Computer Engineers, offered at Wright State University. It serves as a foundational guide outlining the expectations, structure, and logistical details of the course. Think of it as the syllabus and core information hub for students enrolled in, or considering enrolling in, this specialized engineering course. It details important information regarding course credits, prerequisites, and how the course fits within the broader Computer Engineering curriculum.
Why This Document Matters
This document is crucial for any student taking CEG 428. It clarifies the course’s academic standing (elective vs. required), the necessary background knowledge needed for success, and how the course contributes to professional development. Prospective students can use this to determine if the course aligns with their academic goals and skillset. Current students will find it essential for understanding grading policies, expectations for professional conduct, and the overall course workflow. It’s a key reference point throughout the semester.
Common Limitations or Challenges
This document provides the overarching framework for the course but does *not* contain the detailed lecture notes, problem sets, or specific solutions covered in class. It won’t teach you the material itself. It also doesn’t delve into the specifics of assignments or provide a week-by-week breakdown of topics beyond a general overview. It’s a policy guide, not a substitute for active participation and study.
What This Document Provides
* A clear articulation of the course’s place within the Wright State University curriculum.
* Identification of required prerequisite courses and the foundational knowledge expected.
* A list of recommended textbooks and supplemental learning resources.
* Defined learning objectives – the key skills and concepts students are expected to grasp.
* An overview of the course content and the broad topics that will be explored.
* Information regarding the course schedule and expectations for student work outside of lectures.
* Details on how the course contributes to professional and program outcomes.
* An assessment of the course’s content relative to core engineering competencies.